The English curriculum statement “provides goals and challenges for all, including gifted and talented students. Teachers should adapt learning contexts to stimulate and extend these students”.
- from English in the New Zealand Curriculum, page 15.
English Department strategies that recognise the learning needs of gifted and talented students include:
• early identification of students’ abilities through diagnostic assessment, teaching and anecdotal feedback
• specific programmes for gifted and talented students which allow for acceleration, enrichment and extension (i.e. in complexity of texts and tasks and in curriculum compacting)
• raising expectations to achieve quality work of a high standard (excellence) at a faster pace
• allowing for creativity and experimentation
• preparing tasks that are open-ended and allow for divergence where appropriate
• giving responsibility to the students to allow initiative and leadership qualities to emerge
• including activities that require problem-solving
• providing for the development of analytical, critical, lateral and reflective thinking and meta-cognition
• encouraging curiosity (what if…?) and risk-taking (with a safety net)
[Insert a statement explaining the way special abilities students are catered for in your school and what implications this has for English teachers e.g. acceleration]
The English curriculum statement “provides goals and challenges for all, including gifted and talented students. Teachers should adapt learning contexts to stimulate and extend these students”.
- from English in the New Zealand Curriculum, page 15.
English Department strategies that recognise the learning needs of gifted and talented students include:
• early identification of students’ abilities through diagnostic assessment, teaching and anecdotal feedback
• specific programmes for gifted and talented students which allow for acceleration, enrichment and extension (i.e. in complexity of texts and tasks and in curriculum compacting)
• raising expectations to achieve quality work of a high standard (excellence) at a faster pace
• allowing for creativity and experimentation
• preparing tasks that are open-ended and allow for divergence where appropriate
• giving responsibility to the students to allow initiative and leadership qualities to emerge
• including activities that require problem-solving
• providing for the development of analytical, critical, lateral and reflective thinking and meta-cognition
• encouraging curiosity (what if…?) and risk-taking (with a safety net)
[Insert a statement explaining the way special abilities students are catered for in your school and what implications this has for English teachers e.g. acceleration]
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